From learning about the ocean to participating in its future
Published on 21 September 2026 at 02:43 GMT
By Gabriela Casuso Hernández
In October, the 17th Conference of the Parties to the Convention on Biological Diversity (COP17) will bring governments, scientists, organisations, communities and young people together in Yerevan, Armenia, to review progress in protecting biodiversity. For me, this gathering raises a question that goes beyond who will be in the room:
Are we preparing young people only to speak about the future, or to participate in the decisions shaping the present?
As a marine educator, after years of working in ocean education and outreach, I have come to understand that participation begins long before reaching an international decision-making table. It begins with having the opportunity to understand what we want to have a say in.
One of the lessons that has made me reflect the most is that maritime culture and ocean culture are not necessarily the same thing.
A country can have a deeply rooted maritime relationship shaped by its history, economy and culture, while still having gaps in its understanding of the ocean as a living system connected to the climate, biodiversity and our own lives.
For this reason, I do not see ocean literacy as an alternative to maritime culture, but as a necessary complement. We need not only societies that know how to relate to the sea, but also societies capable of understanding the ocean and making informed decisions about it.
This reflection has also brought me back to the Triple Crisis of Consciousness: misinformation, ignorance and disinterest.
When we do not know the ocean, it becomes harder to understand why it should matter to us. And when we do not understand something, it is also harder to participate in the decisions that shape its future.
This idea took on a concrete dimension through Voices of the High Seas for Colombia, a youth initiative that brought conversations about the high seas, biodiversity and ocean governance into educational and civic spaces.
Talking to students about the High Seas Treaty meant more than explaining an international agreement. It meant showing them that decisions about places they may never have seen can still affect their lives, and that they can be part of that conversation.
The BBNJ Agreement, known as the High Seas Treaty, entered into force in January 2026. A new stage is now beginning: its implementation and the development of mechanisms to conserve and sustainably use marine biodiversity in areas beyond national jurisdiction.
In this context, ocean education takes on a value that we sometimes overlook: it can turn international information into civic knowledge.
And that knowledge is especially important for young people, because they are often described as the leaders of the future. But decisions about biodiversity, the ocean and climate change are being made now.
Youth participation, therefore, should not be limited to creating spaces where young people speak exclusively about youth concerns. We also need them to take part in conversations about science, conservation, governance and public policy, with the knowledge and tools needed to contribute.
My experience as a young ambassador connected to high seas protection has allowed me to meet young people from different places who share one idea: we do not want to inherit decisions in which we did not participate.
But participation requires preparation.
Ocean literacy can be part of that preparation. It can give a student the knowledge to understand a decision, the language to discuss it and the confidence to recognise that their voice has a place.
That is why I believe education should not be separated from youth participation. It is one of its foundations.
As we approach COP17, I want this conversation to also shape the way we understand youth leadership. It is not only about inviting young people into international spaces. It is about ensuring that they arrive with knowledge, questions and the capacity to contribute.
After years of marine education, I am increasingly convinced that protecting the ocean requires more than knowing its threats. We need to understand its connections and recognise our responsibility within them.
Education helps us understand the ocean. Participation allows us to protect it. And when the two come together, young people cease to be only the generation of the future and become part of the decisions shaping the present.
Written by a human author, edited with AI assistance.
Further Information:
· High Seas Alliance – Historic High Seas Treaty enters into force, launching a new era of global ocean governance — Date and scope of the BBNJ/High Seas Treaty entering into force in January 2026.
· FAO Mountain Partnership – 17th Conference of the Parties to the Convention on Biological Diversity (CBD COP17), Yerevan, Armenia — Details the dates and venue of COP17.
